Docstoc

dr horton

Document Sample
dr horton Powered By Docstoc
					New Jersey Department of Education                                           Dr. William H. Horton School
2008-2009 CAPA Collaborative Benchmark Summary Report                                     Newark School District


          CAPA COLLABORATIVE BENCHMARK ASSESSMENT REVIEW
                                  NEWARK SCHOOL DISTRICT

                     DR. WILLIAM H. HORTON SCHOOL
                                               April 7 – 9, 2009

Introduction
The New Jersey Department of Education conducted a Collaborative Benchmark Assessment review of Dr.
William H. Horton School on April 7-9, 2009. This school is designated as “in need of improvement” for
six consecutive years as defined in the NJ Accountability Workbook. No Child Left Behind (NCLB) §1117: School
Support and Recognition requires that the New Jersey Department of Education (NJDOE) create and
maintain a statewide system of intensive and sustained support for those Title I schools designated as “in
need of improvement” for more than two consecutive years. As part of this required support system, the
NJDOE developed the Collaborative Benchmark Assessment review process as a follow-up to the
Collaborative Assessment for Planning and Achievement (CAPA) process.

The purpose of the Collaborative Benchmark Assessment process is to:
• Conduct a focused visit, tailored and customized to the school needs—determined by the data;
• Review the implementation of the CAPA recommendations and restructuring plan in action—keeping to
   the fidelity of implementation;
• Jointly (with the school and district) perform: data analysis, problem solving, root cause analysis, decision
   making, and planning; and
• Focus on governance.

The team activities included a review of the documents collected for the school portfolio and data profile;
classroom visitations; and interviews with teachers, building leadership and administration, district
administrators, and school support staff. Following the study of documentation and the conducting of
interviews and classroom visitations, the team discussed selected CAPA indicators and the school’s
restructuring plan. Based on these findings, the team offered its recommendations to the district and New
Jersey Department of Education.


Restructuring Plan Governance Changes
There is no restructuring plan.




                                                                                                         Page 1
New Jersey Department of Education                                                          Dr. William H. Horton School
2008-2009 CAPA Collaborative Benchmark Summary Report                                                 Newark School District


2007-2008 Adequate Yearly Progress Summary

                                                                       Made 2008 AYP Benchmark
                                      Made 95% Participation Rate                                      Made Safe Harbor
                                                                       Target

Groups                                                                                                An * denotes no comparable
                                      An * denotes no students or less than 30 students in a group
                                                                                                      data

                                      LAL             Math             LAL              Math          LAL          Math

Total Population                      YES             YES              NO               NO            YES          NO

Students with Disabilities            YES             NO               NO               NO            YES          NO

Limited English Proficient Students   *               *                *                *              *           *

White                                 *               *                *                *

African-American                      YES             YES              NO               NO            YES          NO

Asian/Pacific Islander                *               *                *                *              *           *

American Indian/Native American       *               *                *                *              *           *

Hispanic                              YES             YES              NO               NO            Yes          NO

Other                                 *               *                *                *              *           *

Economically Disadvantaged            YES             YES              NO               NO            YES          NO

School Attendance Rate: Met Target                                     Graduation Rate: Met Target
(For elementary and middle schools)                                    (For high schools)




2007-2008 Adequate Yearly Progress Summary – Elementary Grades

                                                                       Made 2008 AYP Benchmark
                                      Made 95% Participation Rate                                      Made Safe Harbor
                                                                       Target

Groups                                                                                                An * denotes no comparable
                                      An * denotes no students or less than 30 students in a group
                                                                                                      data

                                      LAL             Math             LAL              Math          LAL          Math

Total Population                      YES             YES              NO               NO            YES          NO

Students with Disabilities            *               *                NO               NO            YES          NO

Limited English Proficient Students   YES             YES              NO               NO            YES          YES

White                                 *               *                *                *

African-American                      YES             YES              NO               NO            YES          NO

Asian/Pacific Islander                *               *                *                *

American Indian/Native American       *               *                *                *

Hispanic                              YES             YES              NO               YES           YES

Other                                 *               *                *                *

Economically Disadvantaged            YES             YES              NO               NO            YES          NO

School Attendance Rate: Met Target                                     Graduation Rate: Met Target
(For elementary and middle schools)                                    (For high schools)




                                                                                                                          Page 2
New Jersey Department of Education                                          Dr. William H. Horton School
2008-2009 CAPA Collaborative Benchmark Summary Report                                    Newark School District


Summary of 2008 State Assessment Data Analysis

Language Arts Literacy:
All subgroups of the student population achieved AYP through Safe Harbor, which is statistically significant.
Performance in individual grades shows that third and fourth grades out-performed fifth grade significantly.
This downward pattern continues in grades six and seven. Eighth grade has 15 more students proficient than
partially proficient to achieve a 60% proficiency percentage. Sixth grade performance is at 18.3% with fifth
and seventh grade insignificantly better.

Mathematics:
In the elementary and middle grades, all subgroups experienced a drop in achievement from the 2007
assessment data. In the elementary and middle grades, the school performed less well than the district, DFG,
and state in most clusters.

Special Education:
Elementary:
• LAL: All subgroups met AYP through Safe Harbor.
• Math: Except for LLP, all other subgroups missed AYP though Safe Harbor.
Middle:
• LAL: All subgroups met AYP through Safe Harbor.
• Math: All subgroups missed AYP.
Special Education:
• LAL: Proficiency rate declines from third to sixth grade. A 4% increase is noted in seventh grade,
   although the number of students proficient remains at one. A decline of 1.7% in proficiency occurs in
   eighth grade.
• Math: Overall, there is a decline in math proficiency in grades three through eight.

Leadership:
Elementary:
• Math: Students with Disabilities, African Americans, and Economically Disadvantaged missed AYP.
   Hispanic subgroup made benchmark and Limited English Proficient subgroup made Safe Harbor.
• Language Arts Literacy: All subgroups missed AYP. No subgroup met benchmark, but all subgroups
   made Safe Harbor.
Middle:
• Math: All subgroups missed AYP. No subgroup met benchmark and no subgroup made Safe Harbor.
• Language Arts Literacy: All subgroups missed AYP. No subgroup met benchmark, but all subgroups
   made Safe Harbor.
Males and Females:
• Math: In grades 3 and 4, males perform better than females. In grade 5, males and females are on par. In
   grade 6, females perform better than males. In grades 7 and 8, males perform better than females.
• Language Arts Literacy: In grades 3 and 4, males perform better than females. In grade 5, males and
   females are on par. In grade 6, females perform better than males. In grade 7, they are on par; and in
   grade 8, males perform better than females.




                                                                                                        Page 3
New Jersey Department of Education                                          Dr. William H. Horton School
2008-2009 CAPA Collaborative Benchmark Summary Report                                    Newark School District


Root Cause Analysis
There was inadequate district response to teacher vacancies.

Language Arts Literacy:
Content instruction in middle grades lacks the necessary vigor and rigor to produce application of relevant
skills due to teacher vacancies and inexperience.

Mathematics:
Classroom visits indicate that less than 50% of the teachers are implementing the district math curriculum and
programs. There have been significant vacancies which have been “filled” with substitutes, causing a lack of
consistency in the implementation of the curriculum, programs, and instructional strategies. The math coach
was not a full-time position in school year 2007-2008, causing a lack of consistent support and embedded
professional development for the teachers. The introduction of the EdSol program, through a grant gained by
the School Leadership Team (SLT), causes teachers to introduce problems and assessments which are not in
the flow of the curriculum.

Special Education:
Constraints inherent in the construction of the master schedule impede some special education students and
LEP students from receiving daily support services from the resource inclusion teacher. Without this support,
the effectiveness of the inclusion program is reduced, and the academic advancement of these students is
compromised.




                                                                                                        Page 4
New Jersey Department of Education                                                         Dr. William H. Horton School
2008-2009 CAPA Collaborative Benchmark Summary Report                                                      Newark School District



                                CAPA DISTRICT - SCHOOL
                  “CORE” STANDARDS AND INDICATORS for THREE-DAY VISIT

                                          STANDARD 1: CURRICULUM/DISTRICT
 The district’s rigorous, intentional, and aligned curriculum is fully implemented in the school programs.
 1.2 The district curriculum is implemented at the school.
 1.4 The school ensures that all students have access to the district’s common academic core.
                                STANDARD 2: CLASSROOM EVALUATION/ASSESSMENT
 Multiple evaluation and assessment strategies are used to continuously monitor and modify instruction to meet
 student needs and support proficient student work.
 2.1 Multiple classroom assessments are frequent, rigorous, and aligned with core content standards.
 2.2 Students can articulate the expectations, know requirements, and assess their own and others’ work.
 2.3 Test scores are used to identify gaps and adjust instructional practice for all subgroups.
                                                STANDARD 3: INSTRUCTION
 There is evidence that effective and varied instructional strategies/activities are used in all classrooms and are
 continuously monitored and aligned with individual student needs.
 3.1 Instructional strategies include a variety of challenging and engaging activities.
 3.3 Teachers demonstrate necessary content knowledge and pedagogy.
                                                STANDARD 4: SCHOOL CULTURE
 The school functions as an effective learning community and supports a climate conducive to performance excellence.
 4.1 The school community supports a safe, equitable, and healthy learning environment.
 4.2 The members of the school community, including school leadership, instructional staff, students, parents/adult
        caregivers, and partners, possess and cultivate the collective will to persevere, believing it is their business to produce
        increased achievement and advancement of all students.
                                        STANDARD 5: SUPPORT FOR THE SCHOOL
 The school community collaborates with families, higher education, and community organizations to remove barriers
 to learning and address the needs of the students.
 5.1 There are structures and support services in place to reduce barriers to learning for students.
 5.2 Families and the community are active partners in the educational process and work with the school to meet the needs of
        all students.
                                     STANDARD 6: PROFESSIONAL DEVELOPMENT
 The school provides for staff research-based, results-driven professional development opportunities that are consistent
 with the district’s professional development plan, and implements performance evaluation procedures in order to
 improve teaching and learning.
 6.2 School-based professional development priorities are set by aligning the goals for student performance with the evidence
        of achievement and with the Professional Development Plans (formerly PIPs) and evaluations of teachers and the
        Professional Growth Plans of principals.
                 STANDARD 7: LEADERSHIP AND NCLB SCHOOL IMPROVEMENT COMMITTEE
 The school leaders have organized the school by focusing on teaching and learning through (a) the communication of
 a clear vision, mission, and goals; (b) maximizing use of all available resources; (c) creating a learning culture with
 high performance expectations; and (d) effective planning with input from all stakeholders.
 7.1 Key leaders in the school facilitate a collaborative process to develop a shared mission, vision, values, and goals, which are
        understood and ingrained in the school’s culture.
 7.2 There is a demonstrated and unrelenting focus on evidence-based teaching and learning.
 7.3 There is a culture of trust, continuous improvement, and accountability for performance.
 7.4 School leadership and the NCLB school improvement committee plan effectively by communicating a clear purpose,
        direction, and strategies focused on teaching and learning through the development, implementation, and evaluation of
        the following: vision, goals, and the NCLB school improvement plan.




                                                                                                                            Page 5
New Jersey Department of Education                                           Dr. William H. Horton School
2008-2009 CAPA Collaborative Benchmark Summary Report                                     Newark School District


              FINDINGS, KEY EVIDENCE, AND RECOMMENDATIONS
                             DR. WILLIAM H. HORTON SCHOOL
                                  STANDARD 1: CURRICULUM

The district’s rigorous, intentional, and aligned curriculum is fully implemented at the school.



1.2 How do all teachers use the curriculum in planning instruction?

        In department, vertical, and horizontal meetings, teachers use the curriculum to plan instruction. All
teachers maintain current lesson plans. Additional resources (i.e., listening stations, computer programs) and
materials (i.e., leveled books, projects) are frequently used by the majority of teachers to support the
curriculum.
        There is little evidence that teachers use the curriculum in planning mathematics instruction.
        The special education teachers use the district curriculum to plan instruction. The teachers pace the
lessons to accommodate the student’s ability to master the learning objective of the lesson.

Strengths:
    Language Arts Literacy
    • K-2 has successfully implemented the Children’s Literacy Initiative (CLI), the Guided Reading
       program, and Harcourt Trophies; grades 3 and 4 students have the opportunity to participate in
       Weekday NJ ASK as a supplement to daily instruction; Cognitive Apprenticeship is provided to
       students grades 5-8.
    • Curriculum mapping is planned to be implemented during the ‘09-‘10 academic year.

   Special Education
   • Two grade level meetings and one cross grade level meeting are held per week for planning
      curriculum and instruction.
   • Curriculum standards are referenced in lesson plans and visible in the classrooms.
   • The special education teachers modify instruction using the curriculum as a guide. The resource
      inclusion teachers modify the lesson plans prepared by the general education teacher.
   • Teachers are observed using materials and resources creatively to meet their students’ individual
      learning needs.

Challenges:
   Language Arts Literacy
   • The rigorous, consistent implementation of the curriculum grades 5-7 must be monitored to assure
       students full benefit of the Balanced Literacy model.

   Mathematics
   • Students only have math three days a week, which does not support the curriculum.
   • Many teachers are not using the curriculum in planning lessons.
   • Many teachers are not using the program materials.
   • Many teachers are using test prep materials in place of the curriculum and program materials.


                                                                                                         Page 6
New Jersey Department of Education                                            Dr. William H. Horton School
2008-2009 CAPA Collaborative Benchmark Summary Report                                     Newark School District


1.4 What evidence exists that all students have access to the district’s common academic core?

      The school has implemented a full inclusion model that offers students full access to the curriculum.
      There is little evidence that all students have access to the district’s common academic core.
      The district and school ensure that all special education students have access to the district’s common
academic core. The majority of special education students are included in the general education classes.

Strengths:
    Language Arts Literacy
    • In addition to a working inclusion model, students are offered a variety of after-school activities
       designed to provide physical and mental challenges that strengthen academic productivity.

   Special Education
   • The implemented curriculum in the self-contained classroom is creatively presented and addresses the
      learning needs of all the students. The teacher is attentive to the learning styles of the students and
      demonstrates an active interest in listening to the students making choices in selecting the learning
      activity.
   • Two resource inclusion teachers are assigned to support a group of students (approximately eight) in
      the general education program. These teachers follow the student’s schedule. They also have a
      common planning time with the general education teacher.
   • Special education students have the opportunity to participate in all course offerings.

Challenges:
   Mathematics
   • Most teachers do not use the mathematics curriculum.
   • There is little evidence of co-teaching in the inclusion math classes.

   Special Education
   • Two special education students in the self-contained bilingual class are not receiving daily support
      services from a special education teacher.
   • Two resource inclusion teachers support special education students who have been placed in an
      inclusive setting; however, they are not scheduled with these students on a daily basis.
   • The resource pull-out teacher accommodates those students identified as needing resource
      replacement in their individualized education programs (IEPs); however, these students are also
      scheduled to have LAL and math in their inclusion class. This schedule conflict could create
      confusion for the students in processing and organizing information.




                                                                                                         Page 7
New Jersey Department of Education                                           Dr. William H. Horton School
2008-2009 CAPA Collaborative Benchmark Summary Report                                     Newark School District


              STANDARD 2: CLASSROOM EVALUATION/ASSESSMENT

Multiple evaluation and assessment strategies are used to continuously monitor and modify
instruction to meet student needs and support proficient student work.



2.1 How are assessments designed to measure performance in ways that advance learning through
the development of critical thinking and problem-solving skills?

        Each grade level is rigorously tested by state assessments and district benchmark assessments as well
as monthly classroom assessments. All measures have in common an emphasis on critical thinking and
problem-solving skills.
        In the middle school there is little evidence that assessments are designed to advance learning through
the development of critical thinking and problem-solving skills.
        Resource inclusion teachers modify assessments given in the general education classes. These
modifications allow the assessments to be meaningful and to assess student growth and mastery of identified
skills.

Strengths:
    Language Arts Literacy
    • Assessment elements related to Balanced Literacy implementation (i.e., Progressive Writing Wall,
       rubric-scored student writing, and projects) are regularly administered and analyzed to assess and
       inform instruction.

   Mathematics
   • In the elementary school, assessments are embedded and varied and used to gauge student knowledge
     and skill in critical thinking and problem solving.

   Special Education
   • Multiple assessments are used in the classroom to measure student learning. These include teacher-
      constructed tests, unit tests, and performance tasks.
   • Many informal assessment strategies are noted during classroom visitations. These strategies provide
      to students immediate feedback regarding their performance.

Challenges:
   Language Arts Literacy
   • Teacher vacancies and turnover disrupt continuity and capacity in the implementation of the school’s
       accademic agenda.

   Mathematics
   • Although the district curriculum and programs contain many assessment tools and techniques, the
     curriculum and programs are not evenly implemented across the school so those tools and techniques
     are not used across the school.
   • In most classrooms, student work is kept in folders, but with no organization.
   • There is little evidence of frequent, common assessments to benchmark key concepts and skills.
   • Exemplars are posted in all classrooms, but there is little other evidence of problem-solving activities.

                                                                                                         Page 8
New Jersey Department of Education                                            Dr. William H. Horton School
2008-2009 CAPA Collaborative Benchmark Summary Report                                      Newark School District


   •   There is little evidence that teachers check for understanding during the class.

   Special Education
   • Benchmark assessments are administered to special education students; however, for some students
      these assessments do not give the teacher meaningful information regarding student progress.
   • Portfolios that assess student growth are used; however, consistent monitoring of the writing process
      and teacher comments are not available.


2.2 How do students know what is expected; and are they able to articulate expectations, share their
work, and reflect on others’ work?

         Physical grouping and class practice allows for student interaction. There is little evidence of
reflection. Students are able to articulate expectations and are given an opportunity to share their work in the
majority of classes.
         Although students can describe a rubric and some have used rubrics to score their own and others’
mathematics work, especially in the middle school, there is little evidence that teachers provide substantive
feedback to students to help them understand what is expected and how to improve their work.
         Special education teachers communicate what is expected of students through posted learning
objectives and discussion regarding expectations. Interviews with students reveal their familiarity with rubrics
and how they are used to assess their work.

Strengths:
    Mathematics
    • In the elementary school, teacher feedback is helpful to students and identifies areas of strength and
       challenge.

   Special Education
   • Exemplars and rubrics are noted in classes visited.
   • Students are able to talk about the use of rubrics and how they are used to assess their work.

Challenges:
   Language Arts Literacy
   • Rubrics have been modified in some classrooms and on posted papers without an accompanying
       guide for interpretation.
   • Some teachers need additional coaching in writing effective comments designed to advance the quality
       of student writing.

   Mathematics
   • In classes visited in the middle school, there is little evidence that the display of exemplars and rubric
     scoring is effectively used to demonstrate to students what quality work looks like.
   • In most classes in the middle school, the comments on student work are not helpful to students in
     their efforts to improve their work.




                                                                                                          Page 9
New Jersey Department of Education                                            Dr. William H. Horton School
2008-2009 CAPA Collaborative Benchmark Summary Report                                      Newark School District


   Special Education
   • The feedback given to students on work reviewed is often a checkmark or a brief comment of praise
      with minimal suggestions regarding appropriate revisions and next steps.
   • Although there is student writing scored with the rubric, implementation of this practice is
      inconsistent.


2.3 How is assessment data used to drive instructional practice and student placement and to
address student needs?

        LAL performance data, including planned intervention strategies, is collected weekly by the
administration; however, the tone of some comments distracts from effective implementation.
        Teachers are required to maintain data binders for their classes for the purpose of adjusting
mathematics instructional practice to meet student needs. Teachers talk about the helpfulness of these data
binders in understanding the strengths and challenges of individual students and of the classes.
        Although district and mandated assessment data is disaggregated and analyzed, this information is not
always sufficient in offering modified instruction to special needs students. Other assessment tools are used
(QRI, DRA, Observation Survey, and Brigance) to identify specific areas of weakness for classified students.

Strengths:
    Mathematics
    • In the elementary grades, assessment is embedded in the classes and used to address student needs.

   Special Education
   • Assessment data is available to all special education teachers, and where the data provides
      information, it is used to drive instuction.
   • All special education teachers are scheduled to attend horizontal and vertical meetings. They are also
      scheduled for grade level common preps, at which time they collaborate and analyze data to assess
      student performance.

Challenges:
   Language Arts Literacy
   • The rigor of data analysis does not promote effective differentiation of instruction.
   • Modification of instructional practice, including the development of an action plan for special
       education and limited English students, is not consistently or effectively accomplished in some
       classrooms.

   Mathematics
   • In the middle grades, there is little evidence that the analysis and application of data are regularly
     discussed in grade level or vertical meetings.




                                                                                                        Page 10
New Jersey Department of Education                                             Dr. William H. Horton School
2008-2009 CAPA Collaborative Benchmark Summary Report                                       Newark School District


                                   STANDARD 3: INSTRUCTION
There is evidence that effective and varied instructional strategies/activities are used in all
classrooms and are continuously monitored and aligned with individual student needs.



3.1 To what extent are all students engaged in learning? To what extent do special program teachers
(e.g., ELL, Title I, special education, gifted and talented) collaborate with regular education
teachers?

        The majority of students are actively engaged in the activities in the classroom. Special subject
teachers collaborate in department, horizontal, and vertical meetings.
        In all classes, students are attentive and compliant, but in only 50% of the classes visited are students
engaged in learning. There is a marked difference between the implementation of effective strategies in the
middle school and the implementation in the elementary grades. In the elementary grades, the students are
engaged in learning. There are enrichment after-school programs.
        Most students are engaged in the task assigned. Some of the special education teachers model
instructional strategies at the grade level meetings to share differentiated practices with general education
teachers.

Strengths:
    Language Arts Literacy
    • The majority of teachers demonstrate impressive implementation of some of the essential elements of
       balanced literacy. Guided reading and differentiation of activity are consistently implemented in
       varying degrees of effectiveness in most classrooms.
    • Most teachers employ a variety of best practices during instruction.

    Mathematics
    • In the elementary school the Everyday Math program and the instructional strategies are implemented
      effectively.

    Special Education
    • Differentiated instruction and cooperative learning are observed in special education classes visited.
    • A variety of modalities is used in offering instruction to meet the needs of the various learning styles
       of students.
    • Creative use of materials and hands-on learning engages students in the self-contained classroom.
    • The Balanced Literacy program is being implemented during most classrooms visited. The teachers
       instruct a small group in guided reading, while other students are engaged in activities in learning
       centers.
    • During interviews, teachers speak to interdisciplinary, theme-based projects. Many of these creative
       projects are a hands-on learning experience for the students.
    • Identified special needs students receive daily replacement support from a Wilson Reading teacher.
       Wilson Reading is a multi-sensory approach to teaching language development and phonemic
       awareness.



                                                                                                          Page 11
New Jersey Department of Education                                          Dr. William H. Horton School
2008-2009 CAPA Collaborative Benchmark Summary Report                                    Newark School District


Challenges:
   Language Arts Literacy
   • Some teachers need more regular and consistent support in the development of their capacity to
       effectively choose instructional strategies.
   • The literacy coach has been assigned full-time teaching responsibility.

   Mathematics
   • The district programs are not implemented in 50% of the classrooms visited, mostly in the middle
     grades. In those classrooms where the programs are implemented, there is evidence of student-
     centered learning.
   • Many of the instructional strategies observed in the middle school do not engage students in the
     learning process.

   Special Education
   • Some of the resource inclusion students are not receiving the IEP-mandated hours of service due to
      the limited number of special education teachers; therefore, instructional time does not begin and end
      according to schedule.


3.3 What evidence is there that all teachers have a deep knowledge and understanding of their
content and how to teach it?

         Lesson plans, the completion of weekly intervention activities, and the implementation of elements of
Balanced Literacy practices are evidence of knowledge and understanding. The assignment of the literacy
coach to teaching responsibilities has impacted the deepening of teacher practice.
         The level of effective implementation of pedagogical knowledge is uneven across the school. Most
teachers in the elementary grades demonstrate mathematics content knowledge, but the same is not true of all
teachers in the middle grades.
         The inclusion specialist provides coaching and embedded professional development for special
education teachers and paraprofessionals. The agendas reviewed suggest a wide variety of instructional
strategies and classroom management techniques are presented.

Strengths:
    Language Arts Literacy
    • The teaching staff evidences understanding of the relationship between the pedagogy and practice of
       elements of balanced literacy.
    • The literacy coach has the capacity to deepen and refine practices designed to impact student
       performance.

   Special Education
   • It has been reported that special education teachers and paraprofessionals have met the state highly
      qualified standards.
   • Effective classroom management skills are evident in the classes visited.




                                                                                                      Page 12
New Jersey Department of Education                                            Dr. William H. Horton School
2008-2009 CAPA Collaborative Benchmark Summary Report                                       Newark School District


Challenges:
   Language Arts Literacy
   • Teachers’ concerns withscheduling and the perception of a lack of administrative support may impact
       the ability to deliver instruction, which significantly impacts student performance.

    Mathematics
    • Grades 4-8 are departmentalized, but not all teachers teaching math are certified in math.
    • In the middle grades, the curriculum is not being implemented in most classes; if it were, these
      practices would be in place.
    • In the middle grades, there is little evidence that teachers explain why students are learning specific
      content other than to prepare for tests.
    • In most cases in the middle grades the statement of objectives is not evidence of the teacher
      communicating key concepts and skills.
    • There is little evidence of cross-curricular connections being intentionally made, especially in the
      middle grades.

    Special Education
    • At times a resource inclusion teacher may be pulled from assigned duties to cover a class.
    • Substitute coverage for personal aides is not provided.



                               STANDARD 4: SCHOOL CULTURE
The school functions as an effective learning community and supports a climate conducive to
performance excellence.



4.1 Are clear and fair rules and policies in place to support a safe, equitable, and healthy learning
environment? To what extent are the policies followed?

        The school is a safe, equitable, and healthy learning environment. There are fair rules and policies in
place that are supported by administration, staff, students, and parents.

Strengths:
    • The suspension rate for SY 2007-2008 was zero. Thus far this year (2008-2009), the suspension rate is
       zero.
    • Rules are shared with parents through the Student Handbook, the parent compact, and
       communications to parents from both the school administration and the parent liaison.

Challenge:
   • There is little evidence that multiple forms of data are analyzed to ensure equitable application of
       school rules.




                                                                                                         Page 13
New Jersey Department of Education                                            Dr. William H. Horton School
2008-2009 CAPA Collaborative Benchmark Summary Report                                       Newark School District


4.2 How does the school community express high expectations for all its members?

       The administration and staff set high expectations for behavior and provide routines to ensure that
those expectations are met. The administration and staff state their belief that all children can learn. However,
many teachers do not set high academic standards for students.

Strengths:
    • The school administration and staff are models for the students through their professional behavior
       and language.
    • Effective classroom management strategies and techniques are evident in most classrooms.

Challenges:
   • There is little evidence that the school community shares a common description of high-quality work.
   • Faculty attendance rate for the school has declined over the past three years from 94.6% to 93.2%,
       and has been less than the state average.



                        STANDARD 5: SUPPORT FOR THE SCHOOL

The school community collaborates with families, higher education, and community organizations
to remove barriers to learning and address the needs of students.



5.1 Does the school have a program of aligned support services that fully support the unique needs
of students? What structures are in place for serving special populations (e.g., ELL, Title I, special
education, gifted and talented students)? To what extent are staff members trained to meet the
needs of these special populations?

       The school has a variety of support services to support the needs of all students.

Strengths:
    • All students have the opportunity to receive support services through extended-day programs,
       including Platform Learning, 21st Century, sports, dance, and music.
    • Test preparation classes are offered after school and on Saturdays. Participation is mandatory for
       students falling just below proficient. All other students may opt to participate in the sessions.

Challenges:
   • Special education students are provided the least restrictive environment; however, not all of the
       necessary supports are in place in all classes to best support those students.
   • The resource pull-out teacher accommodates those students identified as needing resource
       replacement in their IEPs; however, these students are also scheduled to have LAL and math in their
       inclusion class. This schedule conflict could create confusion for the students in processing and
       organizing information.


                                                                                                         Page 14
New Jersey Department of Education                                         Dr. William H. Horton School
2008-2009 CAPA Collaborative Benchmark Summary Report                                   Newark School District


5.2 To what extent does the school actively initiate positive relationships and communication with
parents and the community?

       Families and the community are actively sought out as partners with the school and district.

Strengths:
    • There are regular formal communications with parents regarding student progress and school
       programs and events through eBoards, fliers, and a calling system.
    • There are activities provided for parents to participate in the school.
    • Some teachers have weekly newsletters for parents.
    • The parent liaison conducts workshops for parents during the day and in the evening on a regular
       basis.

Challenge:
   • There is evidence that there is no common understanding of high-quality academic work across the
       school, so that while parents receive communication about school goals and student expectations, the
       implementation of strategies to encourage high quality work is uneven.



        STANDARD 6: PROFESSIONAL DEVELOPMENT & EVALUATION
The school provides for staff research-based, results-driven professional development opportunities
that are consistent with the district’s professional development plan, and implements performance
evaluation procedures in order to improve teaching and learning.



6.2 What evidence is there that student learning is tied to teacher learning? Do teachers feel they
receive adequate professional development?

        Although the professional development plans (PDPs) are developed according to NJDOE and district
requirements, the evidence does not support an intentional connection to the uniqueness of the school’s
population. Ninety percent of the school’s student population is from second language families, thus
requiring instruction reflecting the best practices for second language learners despite the level of second
language fluency.

Strength:
    • The school and district are commited to professional development.

Challenge:
   • Professional development needs to be customized for the staff of Horton.




                                                                                                      Page 15
New Jersey Department of Education                                           Dr. William H. Horton School
2008-2009 CAPA Collaborative Benchmark Summary Report                                     Newark School District


                           STANDARD 7: LEADERSHIP and
                     NCLB SCHOOL IMPROVEMENT COMMITTEE
The school leaders have organized the school by focusing on teaching and learning through (a) the
communication of a clear vision, mission, and goals; (b) maximizing use of all available resources;
(c) creating a learning culture with high performance expectations; and (d) effective planning with
input from all stakeholders.



7.1 What evidence is there that the school administrators are educational leaders who understand
the linkages among educational leadership, a productive school, and positive outcomes for children?

         Although the administrators understand the linkages among educational leadership, a productive
school, and positive outcomes for children, the demands of leadership in this building seem beyond the
collective skills of the leadership team.

Strength:
    • The principal demonstrates a powerful willingness to create an environment conducive to student
       achievement.

Challenge:
   • There are barriers hindering the development of a collaborative, skillful leadership team including the
       School Leadership Council (SLC) and teacher leaders.


7.2 What evidence is there that the principal is an educational leader who understands that formal
leadership is a complex and multi-faceted role requiring moral courage, knowledge of governance
and change, and the ability to share leadership?

         Although the principal demonstrates a deep understanding of her multi-faceted role requiring moral
courage, knowledge of governance and change, and a willingness to share leadership, she has not been
successful in creating a learning culture with high performance expectations. The evidence reveals many
reasons that may contribute to this failure, some out of the control of the principal and others not. A number
of critical vacancies in math, special education, and bilingual education have not been filled. A number of new
initiatives have been imposed on this school without the appropriate training, personnel, or purpose linked to
assessed student needs provided. This example alone undermines the stability necessary to support a culture
of high expectations.

Strength:
    • The administrator has the knowledge and passion to succeed.

Challenge:
   • The challenge is how to respond to the extraordinary barriers.



                                                                                                       Page 16
New Jersey Department of Education                                           Dr. William H. Horton School
2008-2009 CAPA Collaborative Benchmark Summary Report                                     Newark School District


7.3 How have key school leaders established a culture of trust and institutionalized a commitment
to continuous improvement and accountability for performance?

       There is a pervasive sense of mistrust and doubt among the school’s adult population.

Challenge:
   • The challenge to the entire community of Horton, including the district, school, and SLC, is to
       intentionally recognize the need to address the school’s academic purpose in order to institutionalize a
       commitment to continuous improvement and accountability.


7.4 How is distributed leadership demonstrated, and what evidence is there that it is effective?

        In an interview, the chair of the SLC describes the established council and its five subcommittees,
including Curriculum and Instruction, Family Support, Professional Development, Social Welfare, and
Technology.

Strength:
    • There is a willingness to improve the SLC.

Challenge:
   • A process to be used to professionalize the SLC needs to be identified.




                                                                                                       Page 17
New Jersey Department of Education                                             Dr. William H. Horton School
2008-2009 CAPA Collaborative Benchmark Summary Report                                       Newark School District


              SCHOOL, DISTRICT, AND STATE RECOMMENDATIONS
LANGUAGE ARTS LITERACY
School
1. It is recommended that the literacy coach continue to receive the necessary support to perform all
   relevant duties in the implementation of the Balanced Literacy program.

District
1. It is recommended that the district reconsider the decision to use coaches as teaching staff to fill existing
   long-term vacancies in the building. This practice affects the efficient implementation of the literacy
   program by reducing the coach’s ability to build teacher capacity and provide consistent focus on the
   literacy program.

2. It is recommended that the district permit the school to hire certified teacher-tutors for all grade levels to
   provide differentiation and small-group instruction to all students. In addition, the teacher-tutors should
   provide intensive instruction to ELL and special education students by using modifications and targeted
   instruction. This would allow the coach to concentrate on developing teacher capacity.

3. It is recommended that the district provide the administrative team with training to increase their capacity
   to promote collaboration and collegiality and to improve morale and capacity in the staff.


MATHEMATICS
District
1. It is recommended that the district develop an action plan to provide appropriate support and
   professional development to middle school math teachers to ensure the faithful implementation and
   delivery of the district curriculum and programs. The action plan should include human and financial
   resources.

2. It is recommended that the district reconsider the decision to use coaches as teaching staff to fill existing
   long-term vacancies in the building. This practice affects the efficient implementation of the math
   programs by reducing the coach’s ability to build teacher capacity and provide consistent focus to the
   math programs.


SPECIAL EDUCATION
School
1. It is recommended that the building leadership review the current master schedule to determine its
   inequalities and consider reconstructing the schedule for September by first identifying and planning for
   programs essential to meet student needs. If the IEP recommends that a resource replacement program is
   the most appropriate program for the student, the student’s schedule must reflect this program.

District
1. It is recommended that the district review and revise the IEP development process so that IEPs are based
   on student need, not on the programs and/or space available at a particular school.

2. It is recommended that the district support the school’s effort to implement an effective inclusion
   program by providing additional special education staff to support the special education students and the

                                                                                                         Page 18
New Jersey Department of Education                                             Dr. William H. Horton School
2008-2009 CAPA Collaborative Benchmark Summary Report                                       Newark School District

    English language learners (ELLs) who are placed in a general education program. This support should
    include an increase in the scheduled time of the speech therapist to support the students in need of
    speech services.


SCHOOL LEARNING ENVIRONMENT
District
1. It is recommended that the district provide a process and tools to assess student needs in critical areas
   (for example, speech) so that all students’ learning needs are clearly identified and effective services are
   provided to address those needs.


PROFESSIONAL DEVELOPMENT
School
1. It is recommended that the professional development (PD) subcommittee of the SLC use the tools
   provided by NJDOE, Collaborative Professional Learning and Beyond, to develop a customized PD plan to
   better respond to the unique needs of the students of Horton. The NJDOE toolkit may be accessed at
   http://www.nj.gov/education/profdev/pd/teacher/NJDOEProfDevPDTeacher19864/collaborative/
   User Name: learningteam       Password: childrenfirst


LEADERSHIP and NCLB SCHOOL IMPROVEMENT COMMITTEE
School
1. It is recommended that the school’s administrative team be provided PD in developing a professional
   learning community to develop a shared purpose: improved student learning. This training should occur
   in the summer and include both school-based leaders, including teachers, and SLT-based personnel. It is
   further recommended that the CAPA Teaching and Learning Tool be used a guide in the construction of
   the retreat’s agenda (at least three days). An independent facilitator should be hired to move the
   participants through the process. The agenda, though, should be developed by the school leaderhip team,
   district/SLT personnel, and the CAPA leader. The district may want to consider requesting the NJDOE’s
   support in engaging the CAPA leader as the facilitator. This would ensure a coherent process, connecting
   school, SLT, and NJDOE to benefit this failing school.

District
1. It is recommended that the SLT, in collaboration with the school administrative team, form an audit team
   to assess the present status of the special education and bilingual programs. The investigation should
   review NJ Administrative Code for each of these programs; review IEPs for accuracy and
   appropriateness; review instructional best practices for these student populations; identify staffing needs
   and requirements to ensure appropriate services are provided; review instructional materials for
   appropriateness and availability to respond to the needs of the students; and make detailed
   recommendations to the district to dramatically improve the services to all students – regular education,
   special education, bilingual, and bilingual special education – of this school. It is important to note that
   the audit’s findings should have implications not only for the unique populations of special education and
   bilingual but also for the entire student population, given the unique learning styles of students coming
   primarily from second language homes.




                                                                                                          Page 19
New Jersey Department of Education                                         Dr. William H. Horton School
2008-2009 CAPA Collaborative Benchmark Summary Report                                   Newark School District

2. It is strongly recommended that the SLT/district review the present administrative team for effectiveness
   and skill in forming a productive school. The SLT should address the need for a bilingual educational
   specialist to join the administrative team as a vice principal (replacing a current VP.)

State
1. It is recommended that the NJDOE review the numbers and kinds of evaluations affecting the schools.
   Many schools are under scrutiny from a number of sources, including CAPA, QSAC, Cambridge, District
   Walkthrough, and other initiatives. The stress placed on schools, especially when purpose overlaps, may
   become another root cause for instability.




                                                                                                     Page 20
New Jersey Department of Education                                           Dr. William H. Horton School
2008-2009 CAPA Collaborative Benchmark Summary Report                                      Newark School District



                              SUMMARY OF CLASSROOM VISITS
The results of the classroom visits provide a view of instruction within the building. It should be pointed out
that this summary is only a cross-section or snapshot of instruction. Several rounds of classroom
walkthroughs should be conducted to provide a representative and thorough understanding of the nature of
instruction in the school.

The CAPA Review language arts literacy subteam visited classrooms representing all grade levels. There were
a number of indicators in which most classrooms exhibited best practices, including (1) the use of
differentiated activities in learning centers, (2) students exhibiting a sense of comfort and respect toward the
teacher, (3) activities designed to increase student metacognition, and (4) lessons that were appropriately
timed to maintain student focus and included guided reading. There were fewer cases of (1) students engaging
in self-reflection, and (2) teachers communicating why the lesson was being taught. Overall, instruction was
observed during the school review to be based on best practices and based on student data to appropriately
group students. Teachers are commended for the implementation of total inclusion while accomodating small
groups of students needing specialized instruction designed to ready them for inclusion.

The CAPA Review mathematics subteam visited eight classrooms during the visit, including classrooms from
grade levels 1-8. There were a number of indicators in which most classrooms exhibited good practices,
including (1) students exhibiting a sense of comfort and respect toward the teacher, and (2) orderly and well-
maintained classrooms. There were fewer cases of (1) monitoring student understanding throughout the
lesson, (2) lessons that were appropriately paced to maintain student focus, (3) students engaging in self-
reflection, and (4) communicating why the lesson is being taught. Overall, there was a wide range of
instruction observed during the school review.

The CAPA Review special education subteam visited five classrooms. These included one self-contained
program, two resource inclusion programs, and a resource replacement program. Most classes were visited
during the LAL block of time. During this time, teachers were engaged in guided reading with a small group
while other students were assigned to learning centers where they participated in differentated learning
activities. There were a number of indicators in which most classrooms exhibited good practices, including
(1) monitoring student understanding throughout the lesson, (2) students exhibiting a sense of comfort and
respect toward the teacher, (3) orderly and well-maintained classrooms, and (4) lessons that were
appropriately paced to maintain student focus. Differentated instruction and cooperative learning groups were
observed in most classrooms. Student folders and journals were available in all classrooms. Student work
scored with a rubric score was not a common practice. Most student work had minimal feedback other than a
word of praise of a checkmark. Revisions were few, and evidence of the writing process from pre-writing to
finished papers was minimal. Interviews with teachers indicate that teachers modify instruction and
assessments to meet the needs of their students. Due to scheduling limitations, the current special education
staff is unable to support all special education students daily in the inclusion program.

The CAPA administrative walkthrough team visited seven classrooms during the visit, including classrooms
from grade levels 5-8. There were a number of indicators in which most classrooms exhibited good practices,
including (1) students exhibiting a sense of comfort and respect toward the teacher, and (2) orderly and well-
maintained classrooms. There were fewer cases of (1) team teaching, (2) students engaging in self-reflection,
and (3) communicating why the lesson is being taught. Overall, there was a wide range of instruction
observed during the school review.



                                                                                                        Page 21
New Jersey Department of Education                                           Dr. William H. Horton School
2008-2009 CAPA Collaborative Benchmark Summary Report                                     Newark School District


The CAPA Review leadership subteam visited six classrooms during the visit, including classrooms from
grade levels 5-8. There were a number of indicators in which most classrooms exhibited good practices,
including (1) students exhibiting an understanding of classroom routines, (2) students demonstrating respect
for teachers, and (3) most students understanding what they were learning. There were fewer cases of (1)
student-centered instructional strategies, (2) students engaging in self-reflection, and (3) communicating why
the lesson is being taught. Overall, there was a wide range of instruction observed during the school review.




                       SUMMARY OF DOCUMENTATION REVIEW
The team activities included a review of the documents collected for the school portfolio and data profile,
including:
• Interviews with students, school staff, and school and district administration
• Disaggregated data from state assessments administered in Spring 2008
• Three-year trend data
• Cluster data
• 2008-2009 School Title I Unified Plan
• Opening Day Packet
• Communications to parents and community
• Documentation of student recognition programs
• SES program documentation
• 2006-2007 District Title I Unified Plan and Consolidated Application
• 2007-08 School Title I Improvement Plan
• School Highly Qualified Teacher Report
• PDPs and related evaluations
• 2007 CAPA Benchmark Report
• 2005 CAPA Summary Report
• 2007-08 School Title I Unified Plan
• Grade level meeting minutes
• Vertical team meeting minutes
• Lesson plans
• Data binders
• Proficiency Reports
• AYP Summary Reports
• Cluster Analysis
• CAPA Report
• Data Binders
• Individual Education Plans (IEPs)
• Inclusion Specialist Reports
• Student and Teacher Schedules
• HQT Report



                                                                                                       Page 22
New Jersey Department of Education                                      Dr. William H. Horton School
2008-2009 CAPA Collaborative Benchmark Summary Report                               Newark School District



                                         IN CONCLUSION
Members of the CAPA review team express their appreciation to the staff and community of Dr. William H.
Horton School for their gracious welcome and for their open interaction with us during our visit. We
encourage the school community to review this report, asking themselves reflective questions about the
findings of fact and recommendations for action.




                                                                                                 Page 23
New Jersey Department of Education                                           Dr. William H. Horton School
2008-2009 CAPA Collaborative Benchmark Summary Report                                   Newark School District




                          BACKGROUND INFORMATION FORM (BIF)
                                          INITIAL VISIT DATE
                                             May 23-27, 2005                             2008-2009
                                             Rosemary Hughes                           Kimberly White
Principal/Lead Person – Years in Building
                                                Four Years                              Three Years
Number of Vice Principals in Building               3                                        2
Grade Levels in Building                           K-8                                      K-8
Number of Teachers in Building                     66                                       66
Number of Teachers meeting NCLB HQT                Information not Available                  61
Number of Teachers with Emergency
Certification and Subject Area                                   2                             0
Teacher Mobility Rate                                   9.9% for 2004-2005                   4.1%
Teacher Attendance Rate                                        91%                           89%
Total Number of Classrooms                                      43                            44

Total Number of Students in Building                         757                             871
Percent Special Education Students                 Information not Available                13.4%
Percent Special Education Students in
Inclusive Classrooms                              Information not Available                  59%
Number of Special Education Self-Contained
Classrooms                                                      2                              1
Number of Inclusive Classrooms and Grade                        4                             5
Levels                                                     (Grades 4-7)                  (Grades 2-8)
Percent LEP                                        Information not Available               17.33%
Number of Bilingual Classrooms                                7                               7
Number of Students Receiving Bilingual
Services                                           Information not Available                   142
Number of Students Receiving ESL Services          Information not Available                   142
Student Attendance                                            92%                             93%
Student Mobility                                              46%                             42%
Student Suspensions                                            1%                              0%
Subgroups Missing AYP                            2004-2005: Info not available    2007-2008 Results:
                                                 2005-2006 Results:               Elementary: all
                                                 Grade 4: LAL- all, Math - all    Middle: all but LEP
                                                 but African-American
                                                 GEPA: LAL- all but LEP;
                                                 Math - African-American

AYP Content Areas Missed (Math or LAL)           2004-2005: Info not available    2007-2008 Results:
                                                 2005-2006 Results:               Elementary: Math
                                                 Math and LAL for both            Middle: Math
                                                 grades 4 and 8
Number of Students Receiving Supplemental
Services (SES)                                                 75                            180



                                                                                                     Page 24
New Jersey Department of Education                           Dr. William H. Horton School
2008-2009 CAPA Collaborative Benchmark Summary Report                  Newark School District


                           BACKGROUND INFORMATION FORM (BIF)
                                         INITIAL VISIT DATE
                                            May 23-27, 2005              2008-2009

NCLB Committee Meets Monthly                            No                   No
NCLB Committee has Required
Representation                                          No                   No




                                                                                     Page 25
New Jersey Department of Education                                   Dr. William H. Horton School
2008-2009 CAPA Collaborative Benchmark Summary Report                            Newark School District



        TEAM POSITION                            NAME                  AFFILIATION

                                        EXTERNAL TEAM

Team Leader                            Chris Rennie             Educational Consultant

Principal                              Margaret Mary Dalton     Educational Consultant

Language Arts Literacy Specialist      Patricia Burwell         Educational Consultant

Mathematics Specialist                 Chris Rennie             Educational Consultant

Special Education Specialist           Fran Borkes              Educational Consultant

English Language Learning Specialist   Suzanne Neri             Educational Consultant

DOE Liaison                            No person identified     NJ Department of Education

                                         INTERNAL TEAM

District Liaison                       No person identified

Principal                              Kimberly Wright-White    Dr. William H. Horton School
                                       David Giuliano           Dr. William H. Horton School,
Language Arts Literacy Specialist                               LAL Coach
                                       Lucrecia Guiterrez       Newark Public Schools, RTC
                                       Larry Ramkissoon         Dr. William H. Horton School,
Mathematics Specialist                                          Math Coach
                                       Frank Piombo             Newark Public Schools, LAL
                                                                RTC
                                                                Dr. William H. Horton School,
Special Education Specialist           Denise Garner-Muhammad   Inclusion Specialist
                                                                Newark Public Schools,
English Language Learning Specialist   Maria Elena Suarez       Bilingual/ESL RTC




                                                                                              Page 26
New Jersey Department of Education                                                                                       Dr. William H. Horton School
2008-2009 CAPA Collaborative Benchmark Summary Report                                                                                 Newark School District


                                                                  ACTION STEP 1
                                  CAPA COLLABORATIVE BENCHMARK ASSESSMENT ACTION STEPS
                                           TO IMPROVING STUDENT ACHIEVEMENT

STANDARD(S) 1, 2, 3, 4, 6, and 7                    INDICATOR(S)           All                   CONTENT AREA: Language Arts Literacy

SUBTEAM: Language Arts Literacy

Briefly Describe the Action Step—What needs to be done?:
• The leadership team needs to assist the staff with assessment procedures: when we need to assess; why we assess; how to assess students; and what
   types of assessments should/could be utilized.
• In order for teachers to assess students, we also need to ensure that the teachers have the content knowledge necessary to assess the students
   accurately and acquire the data necessary to drive instruction.
• In order to provide professional development for teachers, the grade level meetings will be utilized in several different ways (see delivery steps).
What is the Rationale for Selection of this particular Action Step—Root Causes:
• All grade levels except for grades 3, 4, and 8 achieved lower scores on the 2007-2008 NJ ASK in reading than the year before. Grades 3 and 4 did not
   fall under the new scoring formula. Therefore, in order to ensure that students achieve a sound education, the leadership team finds it necessary to
   continue to assist teachers in the implementation and the improvement of the Balanced Literacy program, and particularly the readers’/writers’
   workshop/guided reading program. Teachers will be better prepared to assess students if they feel more comfortable with the content which they are
   teaching; they will be better prepared and understand what to assess, how to assess, when to assess, and why they are assessing the students for
   particular skill/s. A more effective guided reading program and writers’ workshop and a better understanding of assessment will positively affect all
   areas of the curriculum, and will also help our students achieve better scores on the NJ ASK.
• The leadership team will focus on all teachers but primarily on the following staff: new teachers, bilingual teachers, teachers new to teaching language
   arts literacy, and teachers whom the leadership team have identified as needing extra assistance.
What AYP data support selection of the Action Step?

     Total Students LAL NJ ASK 2007             Total Students LAL NJ ASK 2008 (Actual Scores)
 Grade 3 48.8% P       2.2% AP                 Grade 3 63.8%P      0.9%AP
 Grade 4 55.6% P                               Grade 4 59.8%P
 Grade 5 58.0% P       1.0% AP                 Grade 5 30.2%P
 Grade 6 46.1% P       2.2% AP                 Grade 6 18.3%
 Grade 7 49%P                                  Grade 7 32.45 P
 Grade 8 43.7%P       2.3%AP                   Grade 8 60.0%

                                                                                                                                                   Page 27
New Jersey Department of Education                                                                                    Dr. William H. Horton School
2008-2009 CAPA Collaborative Benchmark Summary Report                                                                              Newark School District

     Total Students LAL NJ ASK 2007                      Total Students LAL NJ ASK 2008
                                                             (Before Revised Formula)
 Grade 3   48.8% P      2.2% AP                Grade 3   No revision
 Grade 4   55.6% P                             Grade 4   No revision
 Grade 5   58.0% P      1.0% AP                Grade 5   65.1%P
 Grade 6   46.1% P      2.2% AP                Grade 6   50.0%P
 Grade 7   49%P                                Grade 7   55.1%P
 Grade 8   43.7%P       2.3%AP                 Grade 8   60.0%P

A Vertical Look at Scores 2007 to 2008        NJ ASK
                                                               Total Students
 Grade 5     59.0%                             Grade 6     50.0%P
 Grade 6     48.3%                             Grade 7     55.1%
 Grade 7     49%                               Grade 8     60%
What is the measurable goal (% or number) related to this Action Step?
• NJ ASK scores will improve by 10% -15%.
What is the name of the research-based strategy(ies) or best practice(s) to be implemented that will achieve the desired goal?
• Ensure that the NJ CCCS are an integral part of the overall instruction.
• Include higher-order questions in every lesson, every day, for students at all levels.
• Make daily use of reading and writing strategy instruction. Instruction must be correlated to the skill students need to respond successfully to
  performance type items requiring reading and writing in a variety of content areas based on monthly data samples.
• Go “beyond the basal” to include a variety of print materials in students’ directed reading instruction.
• Read aloud from interesting and challenging material to help students expand their vocabularies and content-based concepts.
• Provide activity-oriented lessons with opportunities for students to collect, discuss, display, and interpret data.
• Include prediction and hypothesis-testing activities for students who work in both group and individual settings.
• Design lessons that include multi-step activities for students who work in both group and individual settings.
• Plan daily opportunities for students to write (compose); writing should occur in all content areas.
• Plan interdisciplinary lessons and units that emphasize applications of skills and concepts from two or more content areas.
• William H. Horton School’s Resilience Project—a theme of Resilience has been chosen this year as a focus for cross-curricular project work as well as
  writing and reading assignments.
• Extend interdisciplinary instructional activities to include the arts and physical education. Establish a balance between guided practice and more
  independent work.
• Relate new learning to students’ prior knowledge to build understanding.
• Give students many opportunities to work in cooperative groups to investigate a problem, discuss a topic or issue, gather and record data, etc.
                                                                                                                                                Page 28
New Jersey Department of Education                                                                                    Dr. William H. Horton School
2008-2009 CAPA Collaborative Benchmark Summary Report                                                                              Newark School District

•   Help students create, as well as interpret, a variety of charts, graphs, and diagrams.
•   Help students learn to develop and use graphic organizers to organize and display information.
•   Provide students time on a daily basis for independent reading.
•   Model comprehension skills for students by using think-aloud and graphic organizers. Proficient readers establish a purpose for reading and know
    when they experience a comprehension breakdown. They then act to remediate it (e.g., reread the text or clarify the meaning of vocabulary word in
    the text). Model these skills for students so that they become part of their reading repertoire.
• Teach vocabulary and provide students with multiple opportunities to work with the new words. Students need multiple opportunities to encounter
    words in the text and use them in their speaking and writing if the words are to become part of their vocabulary.
List other strategies already implemented in the school and/or district that directly contribute to accomplishment of this Action Step:
• A Balanced Literacy program has already been adopted by the NPS.
• RTCs have in-serviced all K-3 teachers at Balance Literacy Institutes.
• Monthly writing assessments are assigned and analyzed.
• Monthly reading assessments/running records are administered and analyzed.
• Writer’s workshop has been introduced and modeled.
• Staff development has been provided for balanced literacy/writer’s workshop.
• EdSol Consol Consulting
• Children’s Literacy Initiative
• The current LAL coach has been CLI trained
• The current LAL coach went to a three day CLI “Coaching Camp.”
List other schools/classrooms (within or outside the district) where this strategy is successfully implemented and achieving the desired
results. Is it possible to visit the school or classroom to see the strategy in action?
• We will research this.
What are the possible costs for implementing the strategy(ies)?
• Money for the lead teachers to do summer work to prepare the syllabus: $15,000.00
• Money for teachers and LAL coach for summer Writing Institute: three days at 5 hours each. Will allow for the first 15 teachers who sign up:
    $8,800.00
• Two additional LAL tutors: teacher’s salary guide; appropriate step on guide
• Additional LAL coach: teacher’s salary guide; appropriate step on guide; coach’s stipend




                                                                                                                                                Page 29
New Jersey Department of Education                                                                                                                                                Dr. William H. Horton School
2008-2009 CAPA Collaborative Benchmark Summary Report                                                                                                                                                Newark School District


                                                                             DELIVERY: How are we going to get there?
Detail the specific tasks to be completed in order to implement successfully each of the research-based or promising strategies you selected. Use additional rows as needed. As a result of the selection of the action steps, the
Title 1 School Improvement Plan should be revised.
 Specific Actions necessary to implement                                        By when?                             By whom?                             With what?                              What evidence?
                                                                                                                                                                                       How will we know the strategies are working?
  the selected Research-Based Strategy                                       Start /End Date                        Persons Involved                  Resources required and             How do we track our progress?
  Specific actions to improve educational practices                                                             (‘+’ denotes lead person)               funding source(s)
  1      A syllabus for the 2009-2010 school                          July –                            +Literacy coach                          Best Practices                      • District curriculum guides for
         year will be created for the language                        August 2009                       Administration                                                                 LAL
         arts literacy teachers.                                                                        LAL tutor                                                                    • Minutes and other
                                                                                                                                                                                       documentation to support
                                                                                                                                                                                       understanding of how to
                                                                                                                                                                                       demonstrate high
                                                                                                                                                                                       expectations
                                                                                                                                                                                     • Opening day packet given to
                                                                                                                                                                                       staff will include the syllabus
                                                                                                                                                                                       that will include student data
                                                                                                                                                                                       and analysis and priorities set
                                                                                                                                                                                       for the year.

   2        The syllabus will include such        July –                                                +Literacy coach                          Best Practices                      • District curriculum guides for
            information as the required           August 2009                                           Administration                                                                 LAL
            assessments that will be administered                                                       LAL tutor                                                                    • Minutes and other
            each month:                                                                                                                                                                documentation to support
            • An overview of the Balanced                                                                                                                                              understanding of how to
               Literacy program                                                                                                                                                        demonstrate high
            • Basic assesssments in reading and                                                                                                                                        expectations
               writing                                                                                                                                                               • Opening day packet given to
            • The type of assessments that the                                                                                                                                         staff will include the syllabus
               teachers can use and/or need to                                                                                                                                         that will include student data
               use                                                                                                                                                                     and analysis and priorities set
            • A description of the different                                                                                                                                           for the year.
               types of assessments
            • Dates for the assessments
            • Required texts, journals, binders,
               etc.
                                                                                                                                                                                                                        Page 30
New Jersey Department of Education                                                                                                                                                Dr. William H. Horton School
2008-2009 CAPA Collaborative Benchmark Summary Report                                                                                                                                                Newark School District

                                                                             DELIVERY: How are we going to get there?
Detail the specific tasks to be completed in order to implement successfully each of the research-based or promising strategies you selected. Use additional rows as needed. As a result of the selection of the action steps, the
Title 1 School Improvement Plan should be revised.
 Specific Actions necessary to implement                                        By when?                             By whom?                             With what?                              What evidence?
                                                                                                                                                                                       How will we know the strategies are working?
  the selected Research-Based Strategy                                       Start /End Date                        Persons Involved                  Resources required and             How do we track our progress?
  Specific actions to improve educational practices                                                             (‘+’ denotes lead person)               funding source(s)
  3      Teachers will be mailed the syllabus                         End of August 2009                +Administration                          Language Arts                       • District curriculum guides for
         to preview and add suggestions for                                                                                                      Literacy Syllabus                     LAL
         revision.
  4      Teachers will have suggestions for                           September 2009                    +LAL coach                               Best Practices                      • District curriculum guides for
         revision, which will promote                                                                   Administration                                                                 LAL
         discussion at LAL meetings before                                                              K-8 LAL teachers                                                             • Minutes and other
         school begins in September.                                                                    LAL tutor                                                                      documentation to support
                                                                                                                                                                                       understanding of how to
                                                                                                                                                                                       demonstrate high
                                                                                                                                                                                       expectations.
                                                                                                                                                                                     • Opening day packet given to
                                                                                                                                                                                       staff will include the syllabus
                                                                                                                                                                                       that will include student data
                                                                                                                                                                                       and analysis and priorities set
                                                                                                                                                                                       for the year.
   5        Teachers will receive professional                        September –                       +LAL coach                               Project WRIT&E                      • District curriculum guides for
            development for the writers’                              December 2009                     Administration                           (WRiting is                           LAL
            workshop. Teachers will understand                                                          LAL tutor                                Thorough &                          • Minutes and other
            the seven goals of the writing                                                              K-8 LAL teachers                         Efficient)                            documentation to support
            process:                                                                                                                             Best Practices                        understanding of how to
            • Climate                                                                                                                                                                  demonstrate high
            • Fluency                                                                                                                                                                  expectations
            • Audience                                                                                                                                                               • Multiple measures of
            • Writers’ workshop                                                                                                                                                        assessment
            • Writing to learn                                                                                                                                                       • Administrative walkthrough
            • Literacy                                                                                                                                                               • Walkthrough feedback forms
            • Evaluation
   6        Teachers will receive professional                        September –                       +LAL coach                               Ralph Fletcher                      • District curriculum guides for
            development on how to keep writing                        December 2009                     LAL tutor                                Lucy Caukins                          LAL
            folders in the classroom. The                                                               +Administration                          Project WRIT&E
                                                                                                                                                                                                                        Page 31
New Jersey Department of Education                                                                                                                                                Dr. William H. Horton School
2008-2009 CAPA Collaborative Benchmark Summary Report                                                                                                                                                Newark School District

                                                                             DELIVERY: How are we going to get there?
Detail the specific tasks to be completed in order to implement successfully each of the research-based or promising strategies you selected. Use additional rows as needed. As a result of the selection of the action steps, the
Title 1 School Improvement Plan should be revised.
 Specific Actions necessary to implement                                        By when?                             By whom?                             With what?                              What evidence?
                                                                                                                                                                                       How will we know the strategies are working?
  the selected Research-Based Strategy                                       Start /End Date                        Persons Involved                  Resources required and             How do we track our progress?
  Specific actions to improve educational practices                                                             (‘+’ denotes lead person)               funding source(s)
         teachers will be in-serviced on how                                                            K-8 LAL teachers                                              • Student writing folders and
         to keep a portfolio system.                                                                                                                                    portfolios that show revision
                                                                                                                                                                        and student growth
                                                                                                                                                                      • Administrative walkthrough
                                                                                                                                                                      • Walkthrough feedback forms
                                                                                                                                                                      • Coach’s logs
   7        Teachers will have the opportunity                        August 2009                       +LAL coach                               Ralph Fletcher       • District curriculum guides for
            to attend a summer writing institute:                                                       Administration                           Lucy Caukins           LAL
            Teachers as writers; Teachers going                                                                                                  Project WRIT&E       • Walkthrough feedback forms
            through the writing process.                                                                                                                              • Coach’s logs
   8        Teachers will receive professional                        September 2009 –                  +LAL coach                               Fontas and Pinnell   • District curriculum guides for
            development for guided reading                            June 2010                         LAL tutor                                Hartcout Brace         LAL
            • All K-8 teachers will assess                                                              +Administration                          McDougal Littell     • Multiple measures of
              students reading levels by October                                                        K-8 LAL teachers                         Oliver Street School   assessment
              1, 2009                                                                                                                            has exemplary guided • Meetings from previous
            • Teachers will be trained to                                                                                                        reading data binders   GLMs
              conduct running records; teachers                                                                                                                       • Samples of student
              will be asked to have the students                                                                                                                        work/scores, assessments to
              keep a guided reading notebook                                                                                                                            identify needs
            • Teachers will keep guided reading                                                                                                                       • Coach’s logs
               data binders
            • The binders will have each
               student’s progress from day one
   9        Teachers will keep assessment                             September 2009 –                  K-8 LAL teachers                         Best Practices                      • Samples of student
            folders that will include other                           June 2010                         +Administration                                                                work/scores, assessments to
            informal and formal assessments in                                                          LAL tutor                                                                      identify needs
            reading and writing                                                                         LAL coach                                                                    • Lesson plans showing
                                                                                                                                                                                       modifications for individual
                                                                                                                                                                                       students

                                                                                                                                                                                                                        Page 32
New Jersey Department of Education                                                                                                                                                Dr. William H. Horton School
2008-2009 CAPA Collaborative Benchmark Summary Report                                                                                                                                                Newark School District

                                                                             DELIVERY: How are we going to get there?
Detail the specific tasks to be completed in order to implement successfully each of the research-based or promising strategies you selected. Use additional rows as needed. As a result of the selection of the action steps, the
Title 1 School Improvement Plan should be revised.
 Specific Actions necessary to implement                                        By when?                             By whom?                             With what?                              What evidence?
                                                                                                                                                                                       How will we know the strategies are working?
   the selected Research-Based Strategy                                      Start /End Date                        Persons Involved                  Resources required and             How do we track our progress?
   Specific actions to improve educational practices                                                            (‘+’ denotes lead person)               funding source(s)
  10      The LAL coach will use the district’s                       September 2009 -                  +LAL coach                               Systems for Change in               • Sample of logs of support
          coaching model:                                             June 2010                         Administration                           Literacy Education: A                 services provided to teachers
          • Pre conference                                                                              K-8 LAL teachers                         Guide to Professional               • Description of opportunities
          • View/model                                                                                                                           Development,                          for teachers and staff to learn
          • Co-teach lesson                                                                                                                      Carla A. Lyons                        how to work together more
                                                                                                                                                 Gay Su Pinnell                        effectively
          • Post conference with the teacher
          • Teachers will prepare pre                                                                                                                                                • District curriculum guides for
             conference lessons for reading and                                                                                                                                        LAL
             writing workshops                                                                                                                                                       • Multiple measures of
          • LAL coach will professional                                                                                                                                                assessment
             develop teachers to incorporate                                                                                                                                         • Coach’s logs
             higher-order thinking questions in
             their lessons.
  11      • Grade level meeting will have a                           September 2009 -                  K-8 LAL teachers                         Seven Steps                         • Seven Steps
             sense of formality.                                      June 2010                         +Administration                                                              • District curriculum guides for
          • Teachers will have roles.                                                                   +LAL coach                                                                     LAL
          • Minutes will be taken at each                                                               LAL tutor                                                                    • Minutes from previous
             meeting data will be discussed.                                                                                                                                           meetings
          • Teachers will agree on skills that                                                                                                                                       • Coach’s logs
             need to be worked on for a certain
             period of time.
          • Teachers will discuss strategies
             that can be used to teach the skill;
             teachers will agree on using those
             strategies in the classroom.
          • Pre and post tests will be
             administered.
          • Time at each grade level meeting
             will be given to discuss successes,

                                                                                                                                                                                                                        Page 33
New Jersey Department of Education                                                                                                                                                Dr. William H. Horton School
2008-2009 CAPA Collaborative Benchmark Summary Report                                                                                                                                                Newark School District

                                                                             DELIVERY: How are we going to get there?
Detail the specific tasks to be completed in order to implement successfully each of the research-based or promising strategies you selected. Use additional rows as needed. As a result of the selection of the action steps, the
Title 1 School Improvement Plan should be revised.
 Specific Actions necessary to implement                                        By when?                             By whom?                             With what?                              What evidence?
                                                                                                                                                                                       How will we know the strategies are working?
   the selected Research-Based Strategy                                      Start /End Date                        Persons Involved                  Resources required and             How do we track our progress?
   Specific actions to improve educational practices                                                            (‘+’ denotes lead person)               funding source(s)
             struggles, and suggestions (Seven
             Steps format).
  12      The LAL teachers will discuss                               September 2009 –                  +LAL coach                               Best Practices                      • Samples of documentation
          professional articles pertaining to the                     June 2010                         K-8 LAL teachers                                                               that show teacher
          strategy/skill they are teaching at the                                                       Administration                                                                 development matched to
          time. The skill or strategy that they                                                         LAL tutor                                                                      school needs as well as
          are teaching at the time will be based                                                                                                                                       teacher needs
          on data.                                                                                                                                                                   • District curriculum guides for
          • A different teacher will be                                                                                                                                                LAL
             assigned each month to bring in                                                                                                                                         • Monthly reading and writing
             the article (on a rotating basis)                                                                                                                                         data analysis
          • A discussion will take place at the                                                                                                                                      • Coach’s logs
             second grade level meeting each
             month.

  13        The LAL coach will work with          September 2009 -                                      +LAL coach                               Best Practices                      Samples of documentation that
            individual teachers each month to     June 2010                                             K-8 LAL teachers                                                             show teacher development
            prepare presentation lessons for                                                            Administration                                                               matched to school needs as well
            reading and writing (based on Best                                                          LAL tutor                                                                    as teacher needs
            Practices).                                                                                                                                                              • District curriculum guides for
            • Those teachers will present at the                                                                                                                                        LAL
              4th grade level meeting each month                                                                                                                                     • Monthly reading and writing
              to their peers, and/or the teachers                                                                                                                                       data analysis
              will observe the teacher                                                                                                                                               • Minutes from previous
              conducting a lesson in his/her                                                                                                                                            meetings
              classroom.                                                                                                                                                             • Lesson plans
            • Teachers will have the opportunity                                                                                                                                     • Data anlaysis
              to volunteer to present to present
                                                                                                                                                                                     • Coach’s logs
              on a certain strategy/skill.


                                                                                                                                                                                                                        Page 34
New Jersey Department of Education                                                                                                                                                Dr. William H. Horton School
2008-2009 CAPA Collaborative Benchmark Summary Report                                                                                                                                                Newark School District

                                                                             DELIVERY: How are we going to get there?
Detail the specific tasks to be completed in order to implement successfully each of the research-based or promising strategies you selected. Use additional rows as needed. As a result of the selection of the action steps, the
Title 1 School Improvement Plan should be revised.
 Specific Actions necessary to implement                                        By when?                             By whom?                             With what?                              What evidence?
                                                                                                                                                                                       How will we know the strategies are working?
   the selected Research-Based Strategy                                      Start /End Date                        Persons Involved                  Resources required and             How do we track our progress?
   Specific actions to improve educational practices                                                            (‘+’ denotes lead person)               funding source(s)
  14      Teachers will post the objective in                         September 2009 -                  +K-8 LAL teachers                        Best Practices                      • District curriculum guides for
          the classroom in student-friendly                           June 2010                         Administration                                                                 LAL
          language and with the NJ Core                                                                 LAL coach                                                                    • Student journals./exit slips
          Curriculum Content Standards                                                                  LAL tutor                                                                    • Administrative walkthrough
          attached. Students will be able to
                                                                                                                                                                                     • Walkthrough feedback forms
          clearly explain what is being taught
          and why.
  15      Teachers will differentiate for the                         September 2009 -                  +K-8 LAL teachers                        Best Practices                      • District curriculum guides for
          gifted and talented students in the                         June 2010                         +Administration                                                                LAL
          classroom.                                                                                    LAL Coach                                                                    • Samples of communication
                                                                                                        LAL Tutor                                                                      regarding high expectations
                                                                                                                                                                                     • Samples of student
                                                                                                                                                                                       work/scores, assessments to
                                                                                                                                                                                       identify needs
                                                                                                                                                                                     • Lesson plans showing
                                                                                                                                                                                       modifications for individual
                                                                                                                                                                                       students
                                                                                                                                                                                     • Monthly reading and writing
                                                                                                                                                                                       data analysis
  16        Communication with the teaching                           September 2009 -                  LAL coach                                No financial                        • Samples of communication
            staff and coach will be kept open,                        June 2010                         +Administration                          resources required                    regarding high expectations
            and information will be distributed                                                         LAL tutor                                                                    • School technology plan
            by using the district’s ePals e-mail.                                                       K-8 LAL teachers
  17        Additional LAL tutors (2)                                 September 2009 –                  +Administration                          School budget –                     • Samples of student
            • Tutor for K-2                                           June 2010                                                                  amount to be                          work/scores, assessments to
            • Tutor for 3-5                                                                                                                      determined                            identify needs
            • Tutor for 6-8                                                                                                                                                          • Lesson plans showing
            There is currently one LAL tutor in                                                                                                                                        modifications for individual
            the building for grades K-8.                                                                                                                                               students
                                                                                                                                                                                     • Monthly reading and writing
                                                                                                                                                                                                                        Page 35
New Jersey Department of Education                                                                                                                                                Dr. William H. Horton School
2008-2009 CAPA Collaborative Benchmark Summary Report                                                                                                                                                  Newark School District

                                                                             DELIVERY: How are we going to get there?
Detail the specific tasks to be completed in order to implement successfully each of the research-based or promising strategies you selected. Use additional rows as needed. As a result of the selection of the action steps, the
Title 1 School Improvement Plan should be revised.
 Specific Actions necessary to implement                                        By when?                             By whom?                             With what?                                What evidence?
                                                                                                                                                                                         How will we know the strategies are working?
  the selected Research-Based Strategy                                       Start /End Date                        Persons Involved                  Resources required and               How do we track our progress?
  Specific actions to improve educational practices                                                             (‘+’ denotes lead person)               funding source(s)
                                                                                                                                                                                          data analysis
                                                                                                                                                                                     •    Tutor logs
  18        Additional LAL Coach                                      September 2009 –                  +Administration                          School budget –                     •    Samples of student
                                                                      June 2010                                                                  amount to be                             work/scores, assessments to
                                                                                                                                                 determined                               identify needs
                                                                                                                                                                                     •    Lesson plans showing
                                                                                                                                                                                          modifications for individual
                                                                                                                                                                                          students
                                                                                                                                                                                     •    Monthly reading and writing
                                                                                                                                                                                          data analysis
                                                                                                                                                                                     •    Coach’s logs




                                                                                                 ACTION STEP 2
                                                                                                                                                                                                                          Page 36
New Jersey Department of Education                                                                                      Dr. William H. Horton School
2008-2009 CAPA Collaborative Benchmark Summary Report                                                                                Newark School District

                                  CAPA COLLABORATIVE BENCHMARK ASSESSMENT ACTION STEPS
                                           TO IMPROVING STUDENT ACHIEVEMENT

STANDARD(S)          1, 2, 3, and 6        INDICATOR(S) 1.2, 1.3, 1.4, 2.1, 2.2, 3.3, 6.1                  CONTENT AREA: Mathematics

SUBTEAM: Mathematics

Briefly Describe the Action Step—What needs to be done?:
• An increase in the amount of time and an increase in the frequency of mathematics instruction
• An investigative mathematics syllabus for mathematics instruction
• The leadership team will assist in increasing the degree of congruence between the planned curriculum, the NJ CCCS for mathematics, and what is
   actually being taught.
• Course offerings including gifted and talented in grades 3-8, pre-algebra and algebra classes in grades 7 and 8 to provide increased access to the NJ
   CCCS
• Study and organizational skills are intentionally taught.
• Increased exposure to the pedagogical content knowledge, essential for teaching mathematics.
What is the Rationale for Selection of this particular Action Step—Root Causes:
• To ensure continuity and a more rigorous monitoring of the mathematics program. it is suggested that both students and teachers increase the
   amount of time for and the frequency of mathematics instruction.
• A clear understanding of the NJ CCCS provides teachers with a coherent vision for what students should know and what they should be able to do.
• A more rigorous implementation of the district’s curriculum allows students greater access to the district’s common academic core.
• A rigorous implementation of the curriculum is dependent on a deep and clear understanding of the essential pedagogical content knowledge.
• The use of disaggregated student data to monitor and inform curricula adjustments is an integral part of the teaching/learning process.
• Formative assessments contribute to the development of evaluation and assessment tools that allow for valid, reliable. and feasible interpretations of
   students’ work on classroom-based (performance-based) assessments with the future goal of better linking these formative assessments to larger-scale
   assessments of students’ mathematical knowledge.
• Frequent benchmark assessments are most efficient and productive when they are integrated into daily instruction and focus on important Critical
   Learning Phases. This must be in place if children are to understand and be successful in mathematics.
• Standards-based exemplars provide teachers with not only summative data about their students’ progress but also formative information. As a result,
   teachers can see what their students know, what they don't know, and -- most importantly -- where student misconceptions lie so that corrective
   lessons can be planned.
• Portfolios provide both students and teachers the opportunity to use high-quality classroom artifacts to make valid judgements about their
   mathematical experiences and the development of mathematical ideas.
• Teaching abstract ideas is best acomplished through the use of multiple modalities as experienced in teaching through interdisciplinary thematic units.

                                                                                                                                                  Page 37
New Jersey Department of Education                                                                                        Dr. William H. Horton School
2008-2009 CAPA Collaborative Benchmark Summary Report                                                                                  Newark School District

•  Pedagogical Content Knowledge emphasizes knowledge of multiple ways of representing the content to students. This knowledge relies on the
   teacher’s understanding of the content, and has as its purpose the transformation of that content into a form that students will understand.
What AYP data support selection of the Action Step?
(NJASK DATA)
                                                               2006 (%)           2007 (%)           2008 (%)
                                            Grade 3               70                 51                54.7
                                            Grade 4              58.4               71.1                62
                                            Grade 5              51.8               59.4               55.3
                                            Grade 6              29.5               57.6               35.9
                                            Grade 7              36.7               37.7               20.4
                                            Grade 8              31.2               29.2               25.3

• A preliminary consideration of the above data suggests that as a school, we have not achieved the necessary academic gains
What is the measurable goal (% or number) related to this Action Step?
• It is anticipated that by the end of the first year, with a more systematic monitoring of the degree and level of curriculum implementaion, and with
    the increased pedagogical content knowledge of the teachers responsible for implementing this curriculum, we should see a movement of a
    minimum of 15% of partially proficient general education students to proficiency, and a minimum of 10% of partially proficient special needs and ELL
    students to proficiency.
What is the name of the research-based strategy(ies) or best practice(s) to be implemented that will achieve the desired goal?
• Thematic Instruction
• Identifying similarities/differences/and making connections
• Generating and testing hypotheses
• Summarizing and note taking
• Nonlinguistic representation
• Providing feedback
List other strategies already implemented in the school and/or district that directly contribute to accomplishment of this Action Step:
• Peer Observations of Best Practices
• Homework and practice
• Simulation and games
• Math labs and math institutes
• Research on pedagogical content knowledge :The Professional Development and Education of Teachers of Mathematics, Editors Ruhama Even and Deborah
    Lowenberg Ball – Literature Review
• Professional development specific to the development of mathematics content


                                                                                                                                                    Page 38
New Jersey Department of Education                                                                                       Dr. William H. Horton School
2008-2009 CAPA Collaborative Benchmark Summary Report                                                                                 Newark School District

List other schools/classrooms (within or outside the district) where this strategy is successfully implemented and achieving the desired
results. Is it possible to visit the school or classroom to see the strategy in action?
• Peer observations of Best Practices (within the school)
• Math labs and math institutes to highlight best practices (facilitated by the mathematics coach, mathematics resource teachers, and mathematics
    consultants)
• Math Labs (Broadway Elementary School NPS)
These will take place here at the school and all teachers will have opportunities to participate.
What are the possible costs for implementing the strategy(ies)?
• The possible costs are related to the amount of time required to plan, implement, and effectivly monitor these Action Steps. It is estimated that the
    costs for the planning, scheduling, and preparing will require approximately 100 hours during the summer of 2009.




                                                                                                                                                   Page 39
New Jersey Department of Education                                                                                                                                                Dr. William H. Horton School
2008-2009 CAPA Collaborative Benchmark Summary Report                                                                                                                                                Newark School District


                                                                             DELIVERY: How are we going to get there?
Detail the specific tasks to be completed in order to implement successfully each of the research-based or promising strategies you selected. Use additional rows as needed. As a result of the selection of the action steps, the
Title 1 School Improvement Plan should be revised.
   Specific Actions necessary to                                   By when?                         By whom?                          With what?                                       What evidence?
                                                                                                                                                                            How will we know the strategies are working?
 implement the selected Research-                               Start /End Date                   Persons Involved                Resources required and                      How do we track our progress?
             Based Strategy                                                                   (‘+’ denotes lead person)             funding source(s)
   Specific actions to improve educational
                   practices
  1 An increase in the amount of                            September 2009               Instructional                        Personnel to staff               Teacher/student schedules
       time and an increase in the                          - June 2009                  Leadership Team                      the increased
       frequency of mathematics                                                          +Math coach                          exposure to math
       instruction                                                                       Vice principal                       Math tutor/math
                                                                                         Principal                            teacher
  2      • An investigative mathematics                     September 2009               Instructional                        Funding for                      • Teachers will utilize the syllabus, which will
           syllabus for mathematics                         -June 2009                   Leadership Team                      planning and                       contain specific benchmark assessments to
           instruction                                                                   +Math coach                          professional                       be used to monitor the implementation of
         • Ensure that there are regular                                                 Vice principal                       development                        the curriculum and to make adjustments, if
           discusssions held among                                                       Principal                                                               needed.
           teachers of mathematics,                                                      District supervisors                                                  • The minutes of the grade level and vertical
           both horizontally and                                                         District resource                                                       planning meetings where there are
           vertically, regarding the NJ                                                  teachers                                                                discussions of currculum standards and
           CCCS for mathematics and                                                                                                                              their articulation
           their articulation across grade                                                                                                                     • Logs of classroom walkthroughs and
           levels.                                                                                                                                               classroom experiences that focus on the
         • Systematic monitoring of the                                                                                                                          implementation and articulation of
           implementation of the                                                                                                                                 curriculum standards
           curriculum through regularly                                                                                                                        • Lesson plans/lesson objectives
           documented classroom visits                                                                                                                         • Teacher/student artifacts
  3      • Course offerings including    September 2009                                  Instructional                                                         • Student/teacher schedules
           gifted and talented in grades - June 2009                                     Leadership Team                                                       • Implementation of additional research-
           3-8, Pre-Algebra and                                                          +Math coach                                                             based programs to increase and accelerate
           Algebra classes in grades 7&8                                                 Vice principal                       Funding for                        access to the NJ CCCS
           to provide increased access                                                   Principal                            professional                     • An Algebra I curriculum
           to the NJ CCCS                                                                Classroom teachers                   development
                                                                                                                                                               • Samples of analysis of disaggregated test
         • Data analysis of              Prior to                                        District supervisors
                                                                                                                                                                 scores and plans of action to address
                                                                                                                                                                                                       Page 40
New Jersey Department of Education                                                                                                                                                Dr. William H. Horton School
2008-2009 CAPA Collaborative Benchmark Summary Report                                                                                                                                                Newark School District

                                                                             DELIVERY: How are we going to get there?
Detail the specific tasks to be completed in order to implement successfully each of the research-based or promising strategies you selected. Use additional rows as needed. As a result of the selection of the action steps, the
Title 1 School Improvement Plan should be revised.
   Specific Actions necessary to                                   By when?                         By whom?                          With what?                                       What evidence?
                                                                                                                                                                            How will we know the strategies are working?
 implement the selected Research-                               Start /End Date                   Persons Involved                Resources required and                      How do we track our progress?
             Based Strategy                                                                   (‘+’ denotes lead person)             funding source(s)
   Specific actions to improve educational
                   practices
          classroom/school data and                         September - as               District resource                                                         identified needs
          appropriate feedback will be                      NJASK data                   teachers                                                              •   Minutes of grade level/vertical
          used to better inform                             becomes                                                                                                planning/faculty meetings where teachers
          curricula adjustments                             available /                                                                                            collaborate to analyze benchmark test
                                                            ongoing                                                                                                results and plan to modify instruction
                                                                                                                                                               •   Multiple measure of student assessment
  4      • Teachers will utilize both     September 2009                                 Instructional                        Funding for                      •   Student folders that contain examples of the
           formative and summative        - June 2009                                    Leadership Team-                     professional                         various types of assessment and feedback
           assessments to evaluate and                                                   Math coach                           development                          give to students
           monitor student progress and                                                  +Vice principal                                                       •   Benchmark assessments
           access to the NJ CCCS.                                                        Principal                                                             •   Student portfolios which show revisions
         • Frequent benchmark                                                            Classroom teachers                                                        and evidence of feedback
           assessments (school and                                                       District supervisors
                                                                                                                                                               •   Exemplars
           ditrict) will be used to gauge                                                District resource
                                                                                         teachers                                                              •   Student journals/exit tickets
           and monitor student
                                                                                                                                                               •   Individualized education plans
           progress.
         • Teachers will use portfolio
           assessments to assess student
           growth over time.
         • Increased use of standards-
           based exemplars to ensure
           that all students are familiar
           with high-quality work
         • Students revise their work
           based on meaningful
           feedback from teachers and
           peers until they meet or
           exceed the performance
                                                                                                                                                                                                                           Page 41
New Jersey Department of Education                                                                                                                                                Dr. William H. Horton School
2008-2009 CAPA Collaborative Benchmark Summary Report                                                                                                                                                Newark School District

                                                                             DELIVERY: How are we going to get there?
Detail the specific tasks to be completed in order to implement successfully each of the research-based or promising strategies you selected. Use additional rows as needed. As a result of the selection of the action steps, the
Title 1 School Improvement Plan should be revised.
   Specific Actions necessary to                                   By when?                         By whom?                          With what?                                       What evidence?
                                                                                                                                                                            How will we know the strategies are working?
 implement the selected Research-                               Start /End Date                   Persons Involved                Resources required and                      How do we track our progress?
             Based Strategy                                                                   (‘+’ denotes lead person)             funding source(s)
   Specific actions to improve educational
                   practices
  5 • Instructional delivery is                             September 2009               Instructional                        Funding for                      •   Lesson plans
          engaging and challenging.                         - June 2009                  Leadership Team-                     professional                     •   Sample teacher observations
       • Instructional activities and                                                    Math coach                           development                      •   Peer observations
          strategies are drawn from                                                      +Vice principal
                                                                                                                                                               •   Student journals
          across the curriculum.                                                         Principal
                                                                                         Classroom teachers                                                    •   Differentiated instructional plans
       • Homework is frequent,                                                                                                                                 •   Interventions/accommodations
          monitored, and meaningfully                                                    District supervisors
                                                                                         District resource                                                     •   Logs of classroom walkthroughs and
          extends the learning.
                                                                                         teachers                                                                  classroom experiences
       • Accelerated, short-term
          interventions for students
          with similar needs are fluid
          and carefully monitored.
       • Study and organizational
          skills are intentionall taught.
  6 • Teachers demonstrate the                              September 2009               Instructional                        Funding for                      • Samples of unit plans and lesson plans
          necessary pedagogical                             - June 2009                  Leadership Team-                     professional                     • Minutes from grade level/vertical planning
          content knowledge and use                                                      +Math coach                          development                        meetings
          best practices to deliver key                                                  Vice principal                                                        • Logs of classroom walkthroughs and
          concepts to each student.                                                      Principal                                                               classroom experiences
       • Increased exposure to the                                                       Classroom teachers
                                                                                                                                                               • HQT
          pedagogical content                                                            District supervisors
          knowledge, essential for                                                       District resource
          teaching mathematics                                                           teachers




                                                                                                                                                                                                                           Page 42
New Jersey Department of Education                                                                                     Dr. William H. Horton School
2008-2009 CAPA Collaborative Benchmark Summary Report                                                                             Newark School District

                                                                 ACTION STEP 3
                                  CAPA COLLABORATIVE BENCHMARK ASSESSMENT ACTION STEPS
                                           TO IMPROVING STUDENT ACHIEVEMENT

STANDARD(S) 1, 2, 3                  INDICATOR(S) 1.4, 2.3, 3.1, 3.2                  CONTENT AREA: Special Education

SUBTEAM: Special Education

Briefly Describe the Action Step—What needs to be done?:
• Additional special education teachers and paraprofessionals are needed for compliance with state mandates of inclusion.
• Schedules for IEP/LEP inclusion students must reflect the required hours of the IEP recommended program.
• LEP students who are placed into a Resource Replacement Program will receive RCO services (Resource Center Pull-out).
• Strengthen the instructional practices of RCO/RCI and bilingual teachers.
• Improve overall assessment scores of special education and bilingual students.
• Enhance content knowledge of teachers, which will strengthen classroom instructional practices and student achievement.
What is the Rationale for Selection of this particular Action Step—Root Causes:
• Some IEP/LEP inclusion students are not receiving the mandated hours of supplemental RCI/RCO services.
• RCI services for LEP students are ineffective due to the inadequate number of RCI teachers.
• The wide range of grade levels serviced by the RCI/RCO teachers makes scheduling difficult.
• The district’s system for recruiting and retrieving names of possible paraprofessionals is inadequate.
• There are difficulties in identifing and recruiting special education teachers that are highly qualified.
What AYP data support selection of the
                                                          2008 NJ ASK Data             2008 NJ ASK Data     2008 NJ ASK Data      2008 NJ ASK Data
Action Step?
                                                                  LAL                         LAL                  Math                 Math
•                                                          Special Education            Limited English      Special Education     Limited English
                                                                                       Proficient                                     Proficient
                                               Gr. 3 40% P                       Gr. 3 50% P             Gr. 3   20% P           Gr. 3 58.6% P
                                               Gr. 4 35.7% P                     Gr. 4 42.1% P           Gr. 4   28.6% P         Gr. 4 31.6% P
                                               Gr. 5 27.3% P                     Gr. 5 28.6% P           Gr. 5   10% P           Gr. 5 42.9% P
                                               Gr. 6     4.0% P                  Gr. 6 0% P              Gr. 6   12.5% P         Gr. 6 5.6% P
                                               Gr. 7 10% P                       Gr. 7 5.9% P            Gr. 7   10% P           Gr. 7 11.8% P
                                               Gr. 8      8.3%P                  Gr. 8 50%       P       Gr. 8    0% P           Gr. 8 25% P
What is the measurable goal (% or number) related to this Action Step?
• 10-15% increase in IEP/LEP students’ assessment scores

                                                                                                                                               Page 43
New Jersey Department of Education                                                                                    Dr. William H. Horton School
2008-2009 CAPA Collaborative Benchmark Summary Report                                                                              Newark School District

What is the name of the research-based strategy(ies) or best practice(s) to be implemented that will achieve the desired goal?
• Inclusion Program: Students with disabilities are to be placed into the “least restrictive environment” to meet their needs. “Least restrictive
    environment” typically means being included into the regular classroom.
List other strategies already implemented in the school and/or district that directly contribute to accomplishment of this Action Step:
• School includes all special need students into the general education program for a portion of school day.
• Self-contained students are transitioned by attending extra-curricular classes (art, gym, and music ) with general education population.
• Inclusion specialist provides monthly in-service training to all personal paraprofessionals.
• All special education teachers are included in vertical and horizontal grade level meetings.
• Inclusion specialist provides consultative support to parents, teachers, students, and paraprofessonals.
• Workshops, in-service, and GLM training has been provided in the areas of multiple intelligences, differentiation, inclusion teaching models, I&RS
    referral procedures, and IDEA (504) mandates.
• Modifications for individual students based on areas of deficiencies
• Continue running records and infusing balanced literacy.
• Collection of data and using data to drive instruction
List other schools/classrooms (within or outside the district) where this strategy is successfully implemented and achieving the desired
results. Is it possible to visit the school or classroom to see the strategy in action?
• We will research this.
What are the possible costs for implementing the strategy(ies)?
• Not yet determined




                                                                                                                                                Page 44
New Jersey Department of Education                                                                                                                                                Dr. William H. Horton School
2008-2009 CAPA Collaborative Benchmark Summary Report                                                                                                                                                Newark School District


                                                                             DELIVERY: How are we going to get there?
Detail the specific tasks to be completed in order to implement successfully each of the research-based or promising strategies you selected. Use additional rows as needed. As a result of the selection of the action steps, the
Title 1 School Improvement Plan should be revised.
      Specific Actions necessary to                                      By when?                             By whom?                                With what?                                What evidence?
                                                                                                                                                                                     How will we know the strategies are working?
           implement the selected                                     Start /End Date                       Persons Involved                      Resources required and               How do we track our progress?
         Research-Based Strategy                                                                        (‘+’ denotes lead person)                   funding source(s)
 Specific actions to improve educational practices
  1       A syllabus for the 2009-2010                            July-August                  Lead teachers and                            Research                             • District curriculum guides
          school year will be created for all                     2009                         administration                                                                    • Minutes and other
          teachers                                                                                                                                                                 documentation to support how
                                                                                                                                                                                   to demonstrate high
                                                                                                                                                                                   expectations
                                                                                                                                                                                 • Opening day packet given to
                                                                                                                                                                                   staff will include the syllabus.
   2       The syllabus will include informa-                     July-August 2009             Lead teachers and                            N/A                                  • District curriculum guides
           tion on required assessments to                                                     administration                                                                    • Minutes and other
           be administered each month:                                                                                                                                             documentation to support
           • Types of assessments required                                                                                                                                         understanding of how to
           • Description of assessments                                                                                                                                            demonstrate high expectations
           • Dates for assessments                                                                                                                                               • Opening day packet given to
           • An overview of Balanced                                                                                                                                               staff will include the syllabus.
           Literacy program and the
           expected modifications for both
           IEP/LEP students
   3       Teachers will have opportunity to                      September 2009               Lead teachers and school                     N/A                   • District curriculum guides
           make suggestions for revision of                                                    administration                                                     • Minutes and other
           syllabus before September 2009.                                                                                                                          documentation to support
                                                                                                                                                                    understanding of how to
                                                                                                                                                                    demonstrate high expectations
                                                                                                                                                                  • Opening day packet given to
                                                                                                                                                                    staff will include the syllabus.
   4       Assessment data other than                             September 2009               Inclusion specialist, Dept.                  New assessments to be • Progress will be tracked by
           mandated assessments will be                                                        of Special Education                         determined              desegregating data to determine
           analyzed to track the academic                                                                                                                           the progression of student
           progress of the special needs                                                                                                                            academic performance.
                                                                                                                                                                                              Page 45
New Jersey Department of Education                                                                                                                                                Dr. William H. Horton School
2008-2009 CAPA Collaborative Benchmark Summary Report                                                                                                                                                Newark School District

                                                                             DELIVERY: How are we going to get there?
Detail the specific tasks to be completed in order to implement successfully each of the research-based or promising strategies you selected. Use additional rows as needed. As a result of the selection of the action steps, the
Title 1 School Improvement Plan should be revised.
      Specific Actions necessary to                                      By when?                             By whom?                                With what?                                What evidence?
                                                                                                                                                                                     How will we know the strategies are working?
          implement the selected                                      Start /End Date                       Persons Involved                      Resources required and               How do we track our progress?
         Research-Based Strategy                                                                        (‘+’ denotes lead person)                   funding source(s)
 Specific actions to improve educational practices
          population (i.e., Wade, Brigance,
          Woodcock, DRA, and Slossen).
  5       Convert a RCI program to a RCO                          September 2010               +Administration                              RCO Room                             Progress will be tracked by the
          program                                                                              Central Office of Special                                                         increased hours that students will
                                                                                               Education                                                                         be serviced.
   6       The hiring of additional special                       September 2010               Administration                               Salary provided by                   Evidence of the strategies’
           education teachers                                                                                                               district                             effectiveness will be in the
                                                                                                                                                                                 compliance to student IEPs.
                                                                                                                                                                                 Data will be used to monitor
                                                                                                                                                                                 student academic progress based
                                                                                                                                                                                 on the amount of hours serviced
                                                                                                                                                                                 by special education teacher.
   7       The leadership team will offer                         September 2010               Lead teachers                                N/A                                  The data provided by the number
           workshops on the various IDEA                                                                                                                                         of students referred to I&RS and
           14 disabling conditions and the                                                                                                                                       CST will be evidence of progress.
           classifications.
   8       The inclusion specialist will                          September 2010               Inclusion specialist                         N/A                                  Personal paraprofessonals will be
           provide in-service and support for                                                                                                                                    more competent and confident at
           personal aides on their role in the                                                                                                                                   assisting students with CCCS
           classroom.                                                                                                                                                            modifications.
   9       The inclusion specialist and the                       September 2010               Lead teachers                                Time, space provided                 Enhanced instructional practices
           leadership team will provide staff                                                                                               by administration                    of all teaching staff
           development to all teachers in the
           areas of parallel teaching and
           inclusion models.




                                                                                                                                                                                                                        Page 46

				
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
views:8
posted:12/13/2011
language:English
pages:46